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Series of School Books. 

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M T T'S 

TART BOOK NO. II. 



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Mental Aril 



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<I>WJW^ 







Exercises Id 

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N*xd Work: 
ISHED BY GEORGE C. MOTT, 

PEARL STREET. 

1850. Jfc«g * 




GIass_LT^iL_ 
Book KU 



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Mott's Elementary Series of School Books. 

IN FOUR PARTS 



£ 






MOTT'S 

ELEMENTARYB00KN0.il. 

CONTAINING 

I EXERCISES IN SPELLING AND READING, MODEL 

EXERCISES IN DRAWING, AND APPROPRIATE 

EXERCISES IN MENTAL ARITHMETIC : 

DESIGNED TO TEACH CHILDREN 






To know the Orthography and Forms, Script and 
Rosnas, of more than half of the Words used 
in Conversation ; to imitate easy Draw- 
ings, and to Discipline the Idea 
of Number. 

BY GEORGE C. MOTT, 

A GRADUATE OF THE NEW YORK STATE NORMAL SCHOOL. 



STEREOTYPE EDITION. 

NEW YORK: 
PUBLISHED BY GEORGE C. MOTT, 

149 PEARL, STREET 
1860. 







By « , a»erer from 



Entered, according to Act of Congress, in the year 1850, 

BY GEORGE C. MOTT, 

in the Clerk's Office of the District Court for the Southern Dis- 
trict of New York. 

— ' . A {*' 




BANER AND PALMER, STEREOTYPIES, 

201 William St., corner of Frankfort, New York. 



FUDNKY AND RUSSELL, PRINTERS, 

79 John st, New York. 



I 



** * 



PREFACE. 



A good education is entirely dependent on an art- 
istical execution of a generous design. 

The artist may employ his genius to develop a 
beautiful semblance of "iht graceful ideal" from a 
block of ice, to little or no purpose. The contractor 
may fill a slough with blocks of Parian marble, to the 
lasting benefit of man. The teacher may lead the 
pupil to store the mind with a vast amount of facts, 
useful and useless. Has the artist a right to waste his 
"talent" on a worthless object? Has a contractor a 
right to employ material too costly, even on a good 
work f Has a teacher any right to lead a youth to seek 
useless facts ? 

Nor should an elementary book have any other than 
practical matter on its pages. Neither should its 
pages be a picture gallery, for the mere amusement 
of the pupil. Every letter, word, and cut should 
be a something to be remembered t thought of, or imi- 
tated. 

These axioms have been considered of primary im- 
portance in preparing this book for the use of parents 
and teachers, by their co-laborer, 

George C. Mott. 

Staplkton, N. Y., October, 1850. 






TABLE OF ELEMENTS. 

The child should be taught, progressively, the 
elements represented by the letters ; that some 
of the letters are employed to represent differ- 
ent sounds or elements ; and the marks em- 
ployed to indicate the element represented by the 
letter. The following table contains all the let- 
ters with the marks employed to represent the 
regular elements used in this book, 

vowel elements — 15. 

e and a, as heard in ale, omitting the le. 

a, arm, 

a, all, 

a, at, 

e, mg, 

e\ end, 

y and I, ice, 

i, it, 

6, old, 

5, move, ..... 

6, on, 

u, lute, 



u, 



full, 
up, 



rra. 
11. 

t. 

m. 

nd. 

ce. 

t. 

Id. 

m-ve. 

n. 

1-te. 

f-11. 



ow and ou, out, t. 

SUBVOCAL ELEMENTS 15. 

b, as heard in be, omitting the ©. 

d, day, ay. 

g» go! 6. 

gandj, jar, ar. 

1, Id, 6. 

m, me, e. 

n, no, 6. 



TABLE OF ELEMENTS. 



ng, as heard in song, omitting the s-ng. 

r, ray, ay. 

TH THY Y. 

v, vie, ie. 



w, 



.... we, 

y» y^ 

and z, zone, 



6. 
e. 
one. 



ASPIRATE ELEMENTS — 10. 

f, as heard in fan, omitting the &n. 

e. 

ar. 

an. 

ee. 

e. 

ma. 

at. 

.... y. 



h, he, 

-c and k, Srk, 

P, pan, 

c and s, see, 

sh, she, 

t, mat, 

ch, chat, 

wh, why, 



SUGGESTIONS. 



See 
See 



1. A man had a cat, not A man had a cat 
Lesson IV. 

2. We can see it, not We kgn see it 
Lesson III. 

3. My cat is by me, not My cat is by mS. See 
Lesson VII. 

4. We are in a car, not We are in a car. See 
Lesson VIII. 

5. We met thS mgn, not We met thS m$n. See 
Lesson IX. 

6. Your dog is so odd, not Your dgg is so odd. 
See Lesson XIII. 

NOTE. 

The pupil may be required to write the sen- 
tences, as every word used in this book is given in 
script in the models of slate exercises. 



PLAN. 

The flan of this Book is to teach the child elementary 
spelling, beading, and drawing, and progressively to de- 
velop its faculty of number. 

ARRANGEMENT. 

Each lesson occupies a page, and is in six parts : 

1. A few elements of words to be learned ; 

2. The mode of combining them into words ; 

3. The method of naming the letters constituting a word, and 

its pronunciation ; 

4. Speaking or reading words at sight ; 

5. A model drawing to be imitated ; and, 

6. A few questions to exercise the faculty of number. 

TOOLS. 

The child should be provided with 
A Book; 

A good Slate (size, 6 by 8 inches) ; and 
A Pencil. 

METHOD OP TEACHING. 

1. Commence with the column on the left, and teach the ele- 
ments represented by the letters, and the mode of combining 
them into words. 

2. In the column on the right, teach the mode of naming the 
letters in each word, and its pronunciation ; 

3. In the center column teach the child to speak the words at 
sight ; and below, to read them combined into sentences ; 

4. Require the child to imitate the model drawings, and to 
write the sentences ; and, 

5. Then the questions ought to be used as a mental exercise. 

PROGRESS. 

The progress of the child is greatest when it is made to 
master one lesson before commencing another. 



LESSON I. 



The element e, as in me. See pp. 4 and 5. 



e 

b. 

h. 

m. 

s. 
w. 

y- 



me 

we be 

he see 

ye 

E-e S- 



—e 



e 
be 
he 
me 
see 
we 



See me. 
We see. 
Be — he — ye. 




If Anson had but one knife, and should lose it ; how 
many would he have left ? — None. 

One from one leaves how many ? — None. 



8 


LESSON II. 




The element i, at in It See pp. 4 and 5. 


i 


if 


• 

i 


.f 


ill in 


if 


.1 
.n 


is it 


ill 
in 


X 


will 


is 


X 

W.l 


I-i Qf-c 


it 
wil/ 




Is he in? 
He will be in 
If he is ill. 
See, it is he. 




// 




/'/ 








M 


, . , 


// 


'm 


?( 


. iff 

1 
1 

i 


Julia had two peaches, and gave one to Mary ; how 


many had she left ? — One. 




One from two leaves how many ? — One. 




Onei 


rom one leaves how many ? — None. 




1 







LESSON III. 



The element a, as in an. See pp. 4 and 5. 




He has an ax. 
We can see it. 
Ye see it as it is. 
And he can see me. 




James had three nuts, and gave one to John ; how 
many did he have left ?— Two. 

One from three leaves how many ? — Two. 
Two from three leaves how many ? — One. 
Three from three leaves how many ? — None. 






10 



LESSON IV. 



The element a, as in at. See pp. 4 and 5. 




A man had a cat. 
Ann can have it. 
We have had it. 
He will see if it is ill. 



yfami 



man 



fwxJ, 



//arc 



cac 



Ella recites four times, and Edna once a day; how 
many times does Ella recite more than Edna ? — Three . 
Three from four leaves how many ? — One, 
Two from four leaves how many ? — Two. 
One from four leaves how many ? — Three. 



LESSOH V. 



11 



The element 6, as in go. See pp. 4 and 5. 




A man can go. 
Oh no, we will go. 
Lo he has an oar. 
So we will have an oar. 




Amos had six marbles, and lost one; how many 
had he left 1—Five. 

One from six leaves how many ? — Five, 
Two from six leaves how many ? — Four, 
Three from six leaves how many ? — Three, 
Four from six leaves how many ? — Two. 



12 



LESSON VI. 



The element ou, as in our. See pp. 4 and 5. 



ou 



h. 



k. 
m. 
n. 



our 

cow mow 

out now 

how 

U-U m~a 



OU 

our 

out 

how 

cow 

mow 

now 



See our cow. 
It is in the mow. 
It is out now. 
See how Ann can go. 




Susan had seven nuts, and lost one ; how many did 
she have left? — Six. 

One from seven leaves how many ? — Six. 
Two from seven leaves how many ? — Five. 
Three from seven leaves how many ? — Four. 
Four from seven leaves how many ? — Three. 





LESSON VII. 


13 


The element I, as in Ice. See pp. 4 and 5. 


i 


I 


i 


I 

b. 
kr. 

HI. 


my by 


I 

by 

^ery 

my 


thy cry 
tie 


th. 
t. 


M-m Q/C-m 


thy 
tie 




I have a cat. 






My cat is by me. 






Thy cat will cry. 






Tie 


it in my no 


LOW. 




John 


b&dfour nu 


ts in each ham 


I, and gave 


one to 


Eli; her? 


v many did he have left ? — Seven. 




Onefi 


'om eight leaves how many ? — Seven 




Twot 


rom eight leaves how many ? — Six. 




Three 


from eight leaves how many ? — Five. 




Four 1 


from eight leaves how many ? — Four. 





14 



LESSON VIII. 



The element a, as in car. See pp. 4 and 5. 




We are in a car. 
We can go so far 
As our man will go. 
Ah ! I see ma and pa. 




Naomi had nine pins, and gave one to Ann ; how 
many had she left ? — Eight. 

One from nine leaves how many ? — Eight. 

Two from nine leaves how many ? — Seven. 

Three from nine leaves how many ? — Six. 

Four from nine leaves how many ? — Five. 



LESSON IX. 



15 



The element e, as in met. See pp. 4 and 5. 



e 
the 
th.m 
th.n 
m.n 
m.t 
p.n 



met 

the men 

them then 

pen 

T-t SU 



e 
the 
them 
then 
men 
met 
pen 



We met the men. 
He can go and see them. 
Then I will have my pen. 
My pen is by our ax. 




'£M//m<'V><y^ 



$eM 



Henry was ten years old, and Mary was one year 
younger ; how old was she ? — Nine. 

One from ten leaves how many ? — Nine. 
Two from ten leaves how many ? — Eight. 
Three from ten leaves how many ? — Seven. 
Four from ten leaves how many ? — Six. 



16 



LESSON X. 



The element a, as in all. See pp. 4 and 5. 




I will call Ann. 

We can all go by the man. 

See my ball fall. 

It will fall by Paul. 

He can go and walk. 



caff L 





*> U iva/A 



James had five plums, and lost three ; how many 
did he have left? — Two. 

Mary had seven cents, and spent four ; how many 
had she left?— Three. 

William played marble, lost three, and had four 
left; how many did he have at first ? — Seven. 



LESSON XI. 



17 



The element 6, as in do. See pp. 4 and 5. 



o 

d. 

t. 

y- 

wh. 
m.v 
n.n 



do 
you 
who 
noon 

W-w 





6 


move 


do 


to 


to 
who 




yow 


C W-^ 


move 
noon 



Do you see my cow ? 
No : I see our cow move, 
Who is to call it ? 
Paul is to call it at noon. 



tiffiB. 



■mm 



7mmw 



Tzmm 



SCRIPT. 



O, f, 2, 3, 4, £, fif, g } £. 



ROMAN. 



0, 1, 2, 3, 4, 5, 6, 7, 8, 9. 




18 



LESSON XII. 



The element u, as in up. See pp. 4 and 5. 



My pup is up. 
It must be by us. 
The pup will run by us 
If we run in the sun. 







its | y- 


- ■• ;.tjt fiu/i 


79/71 

I 
i 

1 


m 7 



SCRIPT. 



#, b, 7> &> #> 4, <$, 4 /; <?• 

ROMAN. 

9, 8, 7, 6, 5, 4, 3, 2, 1, 0. 



LESSON XIII. 



19 



The element 6, as in not See pp. 4 and 5. 




My ox is on the car. 
I had it of Paul. 
Your dog is so odd 
He will not go by it. 




2 than 2 ?— 0. 
2 than 1 ?— 1. 
2 than ?— 2. 



How many more is 

3 than 3 ?— 0. 

3 than 2?— 1. 

3 than 1 ?— 2. 



3 than 3 ?— 0. 
3 than 2 ?— 1. 
3 than 1 ?— 2. 



20 LESSON XIV. 


The element a, as in ale. See pp. 4 and 5. 


a 
m. 

&t 

J.mz 

J.n 
Lk 

th. 


James 

gate may 

Jane they 

lake 


a 
may 
gate 
James 
Jane 
lake 
they 


James is by the gate. 
He may see Jane. 
They will go to the lake. 
Ma and Pa are by the lake. 




' Jii' "4 




1 






] 
4 than 4 ?— 0. 
4 than 3 ?— 1. 
4 than 2 ?— 2. 
4 than 1 ?— 3. 


low many more is 
4 than ?— 4. 
4 than 3 ?— 1. 
4 than 2 ?— 2. 
4 than 4 ?— 0. 


4 than 1 ?— 3. 
4 than 3 ?— 1. 
4 than 2 r— 2. 



LESSON XV. 21 | 


The element u, as in lute. See pp. 4 and 5. 


u 


Ruth 


, 


J.n 


new lute 


June 


L.k 

J.t 


Luke June 


Luke 
lute 


m.l 


mule 


mule 


R.th 
n. 


R-r M-+ 


Ruth 
new 


Ruth has a new lute. 


Luke may have it in June. 


They are on our car. 


Our mule can move it. 


fc^-frffiiHflSBBHIflHr^ ) 


MBIHbBB 


How many more is 


5 than 5 ?— 0. 


5 than 1 ?— 4. 


5 than 4 ?— 1. 


5 than 4?— 1. 


5 than ?— 5. 


5 than 5 ?— 0. 


5 than 3 ?— 2. 


5 than 4 ?— 1. 


5 than 4 ?— 1. 


5 than 2 ?— 3. 


5 than 3 ?— 2. 


i 



22 



LESSON XVI. 



The element u. as in full. See pp. 4 and 5. 




Put my pup in the sun. 
We will pull my full car. 
Ann has my good book. 
We will look at it now. 



%/f. 



WM: 



6 than 6 ?— 0. 
6 than 5 ?— 1. 
6 than 4 ?— 2. 
6 than 3 ?— 3. 



How many more is 

6 than 2 ?— 4. 

6 than 1 ?— 5. 

6 than ?— 6. 

6 than 4 ?— 2. 



6 than 2 ?— 4. 
6 than 5 ?— 1. 
6 than 1 ?— 5. 



LESSON XVII. 



23 



The elements ai, as in oil. See pp. 4 and 5. 



ai 


D 

b 


•y 


J 


■y 


J 


. n 


t 


• 


V 


. s 



boy 

toy join 

voice joy 

boys 

y_ v ' <^L* 



ai 
boy 
boys 

j°y 

join 

toy 

voice 



A good boy can have the toy. 
We will join him at noon. 
His voice is full of joy. 
Paul and James are good boys. 




7 than 7 ?— 0. 
7 than 6 ?— 1. 
7 than 5 ?— 2. 
7 than 4 ?— 3. 



How many more is 

7 than 3 ?— 4. 

7 than 2 ?— 5. 

7 than 1 ?— 6. 

7 than 0?— 7. 



7 than 4?— 3. 
7 than 3 ?— 4. 
7 than 5 ?— 2. 



24 



LESSON XVIII. 



The element fi, as in at. See pp. 4 and 5. 



a 

.m 

.t 

h.t 

th.t 

b.d 

m.d 

f.n 

sh.l 



am at 

hat that fan 

bad mad 

shall 

S-S <2^ 



a 

am 
at 
hat 
that 
bad 
mad 
fan 
shal/ 



Shall we have a new map 1 
I am to have a new map. 
That cat will run at his hat 
James, it is bad to be mad. 



mm. 



m 



mm M* 



zAjzI 



8 than 8 ?— 0. 
8 than 7 ?— 1. 
8 than 6 ?— 2. 
8 than 5 ?— 3. 



How many more is 

8 than 4 ?—4. 

8 than 3 ?— 5. 

8 than 2?— 6. 

8 than 1 ?— 7. 



8 than 8 ?— 0. 
8 than 5 ?— 3. 
8 than 3 ?— 5. 



LESSON XIX. 



25 



The element I, as in It See pp. 4 and 5. 



i 


live 


1 


d.d 


with this 


did 


h.z 
l.v 


his heen 


his 
live 


th.s 


did 


this 


w.th 
b.n 


D-d MS 


with 
been 



James may live with Paul. 
This male and cow are his. 
We have been to see them 
They did go to the lake. 



cum 

: rr^ : : -r- :■■■.■■ 




jfepti 


||Bjj|BfS 



9 than 9 ?— 0. 
9 than 8 ?— 1. 
9 than 7 ?— 2. 
9 than 6 ?— 3. 



How many more is 
9 than 5 ?— 4, 
9 than 4 ?— 5. 
9 than 3 ?— 6. 
9 than 2?— 7. 



9 than 1 ?— 8. | 
9 than 0?— 9. 
8 than 7 ?— 1. 



26 



LESSON XX. 



The element I, as in it. See pp. 4 and 5. 




See my new cow. 
Which is its good bin ? 
This : you may give it to Paul. 
That pin is to go with him. 




10 than 10?— 0. 
10 than 9?— 1. 
10 than 8?— 2. 
10 than 7?— 3. 



How many more is 
10 than 6 ?— 4. 
10 than 5?— 6. 
10 than 4 ?— 6. 
10 than 3 ?— 7. 



10 than 2 ?— 8. 
10 than 1 ?— 9. 
10 than 0?— 10. 



LESSON XXI. 



27 



The element a, as in ale. See pp. 4 and 5. 




James gave you the ape. 
Did he say it must play ? 
The ape will play to-day. 
We love to play on the new hay* 




2 than 2 ?— 0. 
2 than 3?— 1. 
2 than 4?— 2. 
2 than 5 ?— 3. 



How many less is 
2 than 6 ?— 4. 
2 than 7 ?— 5. 
2 than 8 ?— 6. 
2 than 9 ?— 7. 



2 than 10 ?— 8. 
2 than 11 ?— 9. 
2 than 12 ?— 10. 



28 



LESSOK XXII. 



The element u, as in up. See pp. 4 and 5. 



u 

b.t 

s.ch 

h.r 

k.m 

d.n 

tor 



such 

love her 

come but 

done 

C-c 



U 

but 

such 

her 

^ome 

done 

love 



Ann is such a good girl that we all love her. 
She can not come to play now. 
But our play will not be done if she come 
soon. 




1 than 1 ?— 0. 
1 than 2?— 1. 
1 than 3 ?— 2. 
1 than 4?— 3. 



How many less is 
1 than 5 ?— 4. 
1 than 6 ?— 5. 
1 than 7 ?— 6. 
1 than 8?— 7. 



1 than 9 ?— 8. 
1 than 10 ?— 9. 
1 than 11 ?— 10. 



L. 



LESSON XXIII. 



29 



The element S, as in met. See pp. 4 and 5. 



e 
B.n 

l.t 

I.ft 

s.d 

wh.n 



left 

when said 

get let 



Ben 



K-k 



8IM 



e 
Ben 

get 
Net 
left 
said 
when 



I Oh ! I have left my pen. 

I will get you my new pen, when Ben 

is done with it. 
He said I was good to let it. 




3 than 3 ?— 0. 
3 than 4 ?— 1. 
3 than 5 ?— 2. 
3 than 6 ?— 3. 



How many less is 
3 than 7 ?—4. 
3 than 8?— 5. 
3 than 9?— 6. 
3 than 10?— 7. 



3 than 11?— 8. 
3 than 12 ?— 9. 
3 than 13 ?— 10. 



30 



LESSON XXIV. 



The clement a, as in all. See pp. 4 and 5. 



a 




or 




a 


h.l 


hall 




saw 


halZ 


s. 


paw 


walk 


pnw 
saw 


w.k 




for 




wa/k 


.r 

f.r 


F-f 




<*V 


or 
for 



James or Paul is in the hall. 
They saw the paw of my dog. 
He can walk and run. 
Ann and Jane are come for my dog. 






4 than 4?—0. 
4 than 5?— 1. 
4 than 6 ?— 2. 
4 than 7 ?— 3. 



How many less is 
4 than 8?— 4. 
4 than 9 ?— 6. 
4 than 10?— 6. 
4 than 11?— 7. 



4 than 12?— 8. 
4 than 13 ?— 9. 
4 than 14?— 10. 





LJ 
3nt e 


ESSON XXV. 31 


The elem 


as in me. See pp. 4 and 5. 


e 


hear 


e 


sh. 

f.t 
m.t 

s.z 


she sees 

fears meet 

feet 


she 
feet 
meet 

sees- 


1 h.r 
f.rz| 


G -§ ^-/ 


hear 
fears- 


I hear Ann cry. 


She sees the good ox. 


She fears to meet him. 


He can walk with his feet. 


1^' ' s ^If E| 


l/fer. ti^2 






SB 


mm 


eccjsM 


How many less is 


5 than 5 ?— 0. 


5 than 9?— 4. 


5 than 13 ?— 8. 


5 than 6?— 1. 


5 than 10 ?— 5. 


5 than 14?— 9. 


5 than 7?— 2. 


5 than 11 ?— 6. 


5 than 15 ?— 10. 


5 than 8 ?— 3. 5 than 12 ?— 7. 





32 



LESSON XXVI. 



The element i, as in ice. See pp. 4 and 5. 




We all like a kind boy. 
A wise boy will mind his Ma. 
He will rise to meet his Pa. 
A wise boy is a kind child. 




6 than 6?— 0. 
6 than 7 ?— 1. 
6 than 8 ?— 2. 
6 than 9 ?— 3. 



How many less is 
6 than 10 ?— 4. 
6 than 11?— 6. 
6 than 12 ?— 6. 
6 than 13 ?— 7. 



6 than 14 ?— 8. 
6 than 15 ?— 9. 
6 than 16 ?— 10. 



LESSON XXVII. 



33 



The element 6, as in not See pp. 4 and 5. 



o 
k.t 

I.t 

G.d 

J.n 

w.z 

vvh.t 



was 

cot lot 

John God 

what 

Z-z 




O 

€Ot 

lot 
God 
John 
wasc 

what 



Was John in the cot ? 
No : he was in the lot. 
What will a wise child do ? 
He will love and fear God. 




7 than 7 ?— 0. 
7 than 8?— 1. 
7 than 9 ?— 2. 
7 than 10?— 3. 



How many less is 
7 than 11 ?— 4. 

7 than 12?— 5. 
7 than 13 ?— 6. 
7 than 14 ?— 7. 



7 than 15 ?— 8. 
7 than 16 ?— 9. 
7 than 17 ?— 10. 



34 



LBSSON XXVIII. 



The element 11, as in bull. See pp. 4 and 5. 



U 

b.1 

b.sh 

p.sh 

f.t 

w.d 

c.d 

w.d 

sh.d 



bull push 

would 

wood should 

could foot 

bush 

0, 1, % 3. 



u 

bill/ 

bush 

push 

foot 

wood 

-eou/d 

wou/d 

shou/d 



His bull will push my ox. 
He would go on the wood. 
He should go by the lake. 
His foot could be by a bush. 




8 than 8?— 0. 
8 than 9 ?— 1. 
8 than 10?— 2. 
8 than 11 ?— 3. 



How many less is 
8 than 12?— 4. 
8 than 13 ?— 5. 
8 than 14?— 6. 
8 than 15?— 7. 



8 than 16?— 8. 
8 than 17 ?— 9. 
8 than 18 ?— 10. 



LESSON XXIX. 



35 



The element 6, as in old. See pp. 4 and 5. 




The old dog has a bone. 

He rode in our boat 

He tore that new robe. 

Jane may get a new robe to-day. 




9 than S?— 0. 
9 than 10?— 1. 
9 than 11 ?— 2. 
9 than 12 ?— 3. 



How many less is 
9 than 13 ?— 4. 
9 than 14?— 6. 
9 than 15?— 6. 
9 than 16?— 7. 



9 than 17 ?— 8. 
9 than 18 ?— 9. 
9 than 19 ?— 10. 



36 



LESSON XXX. 



The element e, as in me. See pp. 4 and 5. 



< J 


meet 


e 


k.p 

m.t 


keep seat 


keep 
meet 


n.r 


neat peace 


neat 


p.s 


read 


peace 


r.d 


? f a » 


read 


s.t 


• • 


seat 



I love to meet a good boy. 
He will keep his seat neat. 
He will read his book with joy, 
He will live in peace with all. 



nu/t .+ Mace 


'•; : ' . 


fmrnm- 




iMet 




icacc 


mat ^nt 


mm^ 


fc. ifedC: 





10 than 10 ?— 0. 
10 than 11 ?— 1. 
10 than 12 ?— 2. 
10 than 13 ?— 3. 



How many less is 
10 than 14 ?— 4. 
10 than 15 ?— 5. 
10 than 16 ?— 6. 
10 than 17?— 7. 



10 than 18 ?— 8. 
10 than 19 ?— 9. 
10 than 20 ?— 10. 



J.E.H. 



